Abstract:
The main objective of the study was to examine how senior high school students‟ level of
understanding on hybridisation of molecules can be improved with the use of 5C‟s model
of instruction. The action research design was adopted. The study targeted senior high
schools in the Cape Coast Metropolis. The selected school is Ghana National Senior High
School. The simple random sampling technique was used to sample the students on their
readily availability to the study. A sample of 110 students was included to participate in
the study. Their responses were sought with the help of a structured questionnaire. The
results showed that there was low level of understanding among the students on the
concept of hybridisation. Only 6.4% of the respondents had sound understanding of
hybridisation. Majority were unable to indicate the types of hybridisations. Majority of
the students had misconceptions on atomic orbitals and hybrid orbitals which were pre requisite for understanding the concept of hybridisation. There was a significant increase
in level of knowledge regarding hybridisation of molecules by 5C‟s model of teaching (p value = < 2.635). The mean value increased from 19.15 (pre-test) to 24.82 (post-test) and
the mean difference of 5C‟s model was 5.67. It was recommended that chemistry
teachers in schools in the Cape Coast Metropolis needs to move away from a traditional
teaching style that makes students passive learners. Therefore, it is important that
teachers adequately plan lessons, which include multiple representation challenging
activities that actively engage students as this will help avoid simple rote learning.
Description:
A thesis in the Department of Science Education,
Faculty of Science Education submitted to the school of
Graduate Studies in partial fulfilment
of the requirements for the award of the degree of
Master of Philosophy
(Science Education)
in the University of Education, Winneba
